2nd grade Instructional Guide

Speaking and Listening: - Students are engaged in authentic discourse to promote sensemaking of phenomena. - Students use discourse to evaluate texts, claims, models, experimental designs, and support ideas with evidence and reasoning. - Students actively listen and respond to classmates' ideas. - Teachers structure discourse opportunities using a variety of grouping strategies: pairs, small groups, whole class - Teachers scaffold discourse between students using crosscutting concepts, questioning, sentence frames, and meaningful science tasks. IMPLEMENTATION RUBRIC Basic Emerging Effective Exceptional

Students are speaking, listening, reading, and writing for non-scientific purposes using non-scientific types and genres of text.

Students are speaking, listening, reading, and writing using authentic science types and genres of text; however, students use the texts for non-scientific purposes such as answering questions on a worksheets, identifying main ideas in passages, or practicing comprehension strategies.

Students are speaking, listening, reading, and writing using authentic science types and genres of text for scientific purposes to gather or communicate information using science and engineering practices and scientific ways of thinking: crosscutting concepts.

Students engage in speaking, listening, reading and writing as they actively select appropriate science and engineering practices and crosscutting concepts to help them gather, reason, evaluate, and communicate about a phenomenon using authentic science

discourse as well as types and genres of science text.

RESOURCES

● Schwarz, C. V., Passmore, C., & Reiser, B. J. (2017). Helping students make sense of the world using Next Generation Science and Engineering Practices. Arlington, VA: NSTA Press ● Moulding, B., Penrod, C., & Wichman, M. (2022). Using science investigation to motivate students to read, write, and engage in discourse. Elm Tree Publishing ● Fang, Z., & Coatoam, S. (2013). Disciplinary literacy: What you want to know about it. Journal of Adolescent & Adult Literacy, 56 , 627-632. doi: 10.1002/JAAL.190 ● Hynd-Shanahan, C. (2013). What does it take? The challenge of disciplinary literacy. Journal of Adolescent & Adult Literacy, 57 (2), 93-98. ● Shanahan, T., & Shanahan, C. (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32 , 7-18. doi: 10.1098/TLD.0b03e318244557a ● Shanahan, C., & Shanahan, T. (2014). Does disciplinary literacy have a place in elementary school? The Reading Teacher, 67 (8), 636-639. And, National Science Foundation. (2019). ● Reading, Writing, and Thinking Like a Scientist ● CSD’s Instructional Guide on Disciplinary Literacy p. 119-120 ● Content Area and Disciplinary Literacy